Adaptive Authoring of Adaptive Educational Hypermedia (original) (raw)
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Adaptive Hypermedia Authoring: From Adaptive Navigation to Adaptive Learning Support
Educational hypermedia systems seek to provide adaptive naviga-tion, whereas intelligent web-based learning systems seek to provide adaptive courseware generation. The design of powerful authoring frameworks by merg-ing the authoring approaches used in the above mentioned systems is recog-nized as one of the most interesting questions in adaptive web-based educa-tional systems. In this paper we address adaptive hypermedia authoring propos-ing an authoring framework that combines the approach of automatic course-ware generation with the paradigm of educational hypermedia systems based on the use of ontologies and learning object metadata.
2005
This paper reports about the recent advances towards establishing a common platform for adaptive educational hypermedia (AEH) authoring. We present the conversion from MOT, a dedicated authoring system, to AHA! used in this context as delivery system for AEH. Moreover, we describe two new representation languages that emerged in the process: a common format for defining the static material, CAF, and an extended adaptation language for the description of the dynamic behaviour, LAG. Finally, some evaluations are shown and conclusions are drawn.
Adaptive hypermedia is a new area of research at the crossroads of hypermedia, adaptive systems, and intelligent tutoring systems. Educational hypermedia systems is cirrently the most popular kind of adaptive hypermedia. The goal of this paper is to uncover the secrets of authoring adaptive educational hypermedia. The paper provides a clear structured view on the process of adaptive hypermedia authoring starting from the early design stage. It also reviews a few modern adaptive hypermedia authoring systems that are oriented to educational practitioners.
System for Adaptive Educational Hypermedia
2008
This paper reports about the recent advances towards establishing a common platform for adaptive educational hypermedia (AEH) authoring. We present the conversion from MOT, a dedicated authoring system, to AHA! used in this context as delivery system for AEH. Moreover, we describe two new representation languages that emerged in the process: a common format for defining the static material, CAF, and an extended adaptation language for the description of the dynamic behaviour, LAG. Finally, some evaluations are shown and conclusions are drawn.
Patterns in Authoring of Adaptive Educational Hypermedia: A Taxonomy of Learning Styles
This paper describes the use of adaptation patterns in the task of formulating standards for adaptive educational hypermedia (AEH) systems that is currently under investigation by the EU ADAPT project. Within this project, design dimensions for high granularity patterns have been established. In this paper we focus on detailing lower granularity adaptive patterns based upon learning styles. Several patterns from existing AEH system case studies are identified and classified according to an extended learning style "onion" model. This model forms the basis of a learning style taxonomy, introduced here, whose components determine adaptation patterns for AEH. These patterns are of importance both for authoring, as well as for interfacing between adaptive hypermedia systems. From an authoring point of view, these patterns may be used to establish a fine-grain approach to instructional strategies that can be implemented in AEH systems, as a response to a particular learning style. The implementation of this adaptation pattern taxonomy is discussed, both generally and in detail.
Authoring for Adaptive Web-Based Learning Systems: A Case Study
International Journal of Emerging Technologies in Learning (iJET), 2009
Adaptive Educational Hypermedia aims to provide tailored and personalised learning experiences to different students. However, one of its limitations which have resulted in its poor adoption by the e-learning community is the complexity of its authoring process. This paper tries to address this issue in order to push those adaptive systems forward. First, it presents an authoring aid for an existing adaptive system. Lessons learned from this case study are then used to provide a high-level design specification for an authoring tool with an accessible interface to ordinary teachers with limited IT-skills.
Evaluating adaptive hypermedia authoring while teaching adaptive systems
2004
In this paper we present an interesting experiment of combining teaching and research: the testing of MOT, an adaptive hypermedia authoring tool based on the LAOS adaptive hypermedia authoring framework, via a class of about twenty graduate students from the Eindhoven University of Technology, taking a two week intensive course in Adaptive Systems and User Modeling. We will show what the incentives of the experiment were, by giving a short description of LAOS, the theoretical background; then we will sketch MOT, the on-line system gradually implementing LAOS. The focus of the paper will be the experiment itself, with its parameters: the setting and initial planning, the actual implementation and the results. Finally, we will comment on the results and interpret them. Moreover, we will discuss what we have learned from these results and how they pointed us to new ways of improving MOT.
Enhancing the adaptive and adaptable functionality of Adaptive Educational Hypermedia Systems
Environment
The research interests of the Educational and Language Technology Group are: (i) Adaptive and Intelligent Learning Environments & Distance Learning: artificial and computational intelligence methods in knowledge representation and learner modeling, instructional design, computersupported collaborative learning environments, agent-based architectures, (ii) Educational Software, and (iii) Language Technology. The research group involved in the area of Adaptive Educational Hypermedia Systems includes: Maria Grigoriadou (Head of the group, Associate Prof. Univ. of Athens), and the research assistants, Kyparisia Papanikolaou (PhD and also affiliated with the Univ. of Piraeus), Grammatiki Tsaganou (PhD), Evangelia Gouli (MSc., PhD Candidate), Agoritsa Gogoulou (MSc., PhD Candidate), Stefanos Ziovas (MSc., PhD Candidate). More information on the activities of the group can be found on http://hermes.di.uoa.gr